Telecollaboration 2.0: language, literacies and intercultural learning in the 21st century

2011 ◽  
Vol 11 (3) ◽  
pp. 285-288
Author(s):  
Victoria Antoniadou
Keyword(s):  
21St Century ◽  
Intercultural Learning

The American gaze east

2017 ◽  
Vol 2 (2) ◽  
pp. 175-205 ◽  
Author(s):  
Emma Trentman ◽  
Wenhao Diao
Keyword(s):  
Discourse Analysis ◽  
Study Abroad ◽  
Critical Discourse Analysis ◽  
Language Learners ◽  
21St Century ◽  
Critical Discourse ◽  
Critical Examination ◽  
Intercultural Learning ◽  
Policy Documents ◽  
Studying Abroad

Abstract The 21st century has seen an emphasis in US media and policy documents on increasing the numbers of US students studying abroad and also the amount of US students studying ‘critical’ languages. This paper examines the intersection of these discourses, or the experiences of critical language learners abroad. We analyze this intersection by using critical discourse analysis to examine US media and policy documents and data from students studying Arabic in Egypt and Mandarin in China. This analysis reveals considerable discrepancies between rhetoric and experience in terms of language and intercultural learning. We argue that a critical examination of current discourses of study abroad (SA) reveals that they in fact recreate the colonial map, mask global inequalities, and create a new global elite. We conclude that language and intercultural learning abroad will remain a source of tension until SA students and programs critically engage with these discourses.

scholarly journals Measuring Intercultural Learning through CLIL

2020 ◽  
Vol 9 (1) ◽  
pp. 43-56
Author(s):  
M. Elena Gómez-Parra
Keyword(s):  
Secondary Education ◽  
Bilingual Education ◽  
European Commission ◽  
21St Century ◽  
School Principals ◽  
Integrated Learning ◽  
Education Students ◽  
Intercultural Learning ◽  
Exchange Programmes

CLIL (Content and Language Integrated Learning) —endorsed by the European Commission since 1996— constitutes the official approach to bilingual education in Spain. Intercultural learning (IL) is one of the four defining Cs in CLIL, though the literature has consistently described it as the weakest implementation area. This paper analyses the opinions of 76 Spanish secondary education students about IL through their bilingual curriculum. Their viewpoints clearly suggest that IL comes from two main sources: native assistants; and exchange programmes. These data were contrasted with the views of school principals and bilingual coordinators, who declared that both of these valuable ‘resources’ for IL are scarce due to administrative difficulties and lack of budget. Our conclusions reveal how improving these areas can lead not only to improved scores but also to a better implementation of the intercultural axis in CLIL, if the goal consists in educating 21st century citizens.

E-Learning: Educating the 21st Century Speech-Language Pathologist

ASHA Leader ◽  
2007 ◽  
Vol 12 (14) ◽  
pp. 24-25 ◽  
Author(s):  
Gloria D. Kellum ◽  
Sue T. Hale
Keyword(s):  
21St Century ◽  
Speech Language Pathologist ◽  
E Learning
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